小學資源班學童壓力現況與相關因素

本研究旨在瞭解台北市小學資源班學童壓力現況以及相關因素。研究者自編「小學資源班學童生活壓力量表」，抽取台北市小學資源班的四至六年級485名學童進行調查，回收率約70％，有效問卷337份。以描述性統計瞭解小學資源班學童壓力現況，並以相關考驗、t考驗以及單因子變異數分析等統計方法探討其相關因素。研究發現：（1）台北市小學資源班四～六年級學童壓力整體平均2.1分，屬於中等偏低，對於環境壓力的感受最大，其次依序為學校壓力和家庭壓力；（2）資源班學生的學校壓力因障礙類別、性別不同而有明顯差異；（3）資源班學生的同儕關係與學校壓力、家庭壓力、環境壓力及整體壓力均達顯著負相關，同儕關係愈好，壓力愈小。

The purpose of this study was to understand the current situation and related factors of the stressof resource classroom students in elementary school in Taipei City. Researchers compiled the''Resource Classroom Students' Stress Scale in elementary school '' , and randomly picked 485samples from Grade 4 to Grade 6 students in Taipei City as participants. There were 337 effectivequestionnaires and the returned percentage was approximately 70%. This study used descriptivestatistics to understand the current situation of stress of the elementary schools‘ resource roomstudents, and discussed the related factors using relevant test, T test and One-way ANOVA. Thestudy showed that: (1) The average score of the overall stress for resource classroom students inelementary school from Grade 4 to Grade 6 in Taipei City was 2.1, it belonged to medium-low area.The greatest stress was the environmental stress, followed by the school stress and family stress; (2)The stress of resource classroom students varied from gender, categories of disability;(3) The peerrelationship between the students in the resource room is negatively correlated with the school stress,the family stress, the environmental stress and the overall stress. The better the peer relationship is,the less the stress is.